The Challenge of Christian Education: A Reformed Perspective, Part 2
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Is Christian Education unique?
Many things make Christian education unique. As Reformed thought sees it, and as my focus will be, the applicability of God’s Word to all areas of knowledge is of paramount significance and a singular feature of Christian Education. My focus will be to just scratch the surface on the applicability of God’s Word to a couple of areas of God’s world.
The Educational Antithesis
Christian schools are not in the business of producing citizens for the benefit of the state. We aren’t teaching to prepare students for a career, to insure a robust national or world economy, or even to promote human rights. The values we hold or desire to pass on are not personal peace and affluence. Nor does it involve the ever changing “common good.” The purposes for which Christian Education exists and the reasons for which we teach in such schools transcend this world (but without ignoring it, of course).
Four words sum up the purpose for Christian education and the reason we work as teachers in a Christian school: the glory of God.
The glory of God should find full expression in all we believe and specifically in all we teach. This emphasis is all- encompassing, for as Reformed theology maintains, the whole world—things visible and invisible—is “the theater of God’s glory.” With the Bible as our guide and through the discerning theological eyes of faith, we seek to discover how and why God and His Word apply to everything from visible things like the manifold wonders of creation and providence in history to invisible things like the many facets of Truth in places we never would have thought look for them (much less find them!) such as in mathematics.
This uniquely Christian emphasis highlights for the student the Christian basis for unity in truth and life.
The only question is, “Will Christian schools take the time and expend the effort to discover what is already present within the subjects we teach, namely, a radically scriptural God significance?”
I think that as an academic community, the Christian school should aspire to echo Abraham Kuyper’s thought on the all encompassing Lordship of Jesus Christ: “There is not a square inch on the whole plain of human existence over which Christ, who is Lord over all, does not proclaim, ‘This is Mine!’”
Christian teachers at their best, carry out their duties in worshipful awe of God’s presence in every realm of knowledge. This is what invests our vocation with meaning. This is what unifies God’s Truth with our lives. We are co-laborers with Him, standing before students and proclaiming, “This subject matter is His!” Non-Christian thought can’t even begin to approximate what we have in God’s Truth and the foundation it provides for unity with all of life.
So, what do we have?
A distinctly Christian education doesn’t offer, as Reformed philosopher Cornelius Plantinga writes, “an education-as-usual…with Bible classes tacked on, or education-as-usual with prayers before class…No, a solidly built Christian [school] will rise from its faith in Jesus Christ and then explore the height and depth, the length and breadth of what it means to build on this faith…for a lifetime of learning and work within the kingdom of God.” Quoting approvingly from the Puritan founders of Harvard, Plantinga writes, “a topnotch Christian…education in the 21st century ‘will lay Christ in the bottom.’ ”1
The applicability of the truth of Christ’s Word must be seen at the core of Christian Education and flow throughout everything we teach by lesson and life. A thin veneer of Christianity will not do. A thin veneer of Christianity over education is nothing more than education-as-usual with Bible and prayer tacked on. Christian teachers, above all, should not put limits on God by thinking that God only applies to Bible or ethics, but not to other subjects.
Let the believer who limits God to a select realm of knowledge bear the burden of demonstrating for all, including God, that He is bound to only those territories of truth! This is dishonoring to God, His truth, and His all-encompassing Lordship.
Godless Education
I’ll begin to flesh out how a Christian view of education is unique and distinctive by contrasting it with a non-Christian educator’s words on education. Although she is not operating from a Christian faith reference point, I think her words vividly illustrate with great force to Christian educators the contrast that necessarily exists between what passes for professional motivation and nourishment for non-believers and believers.
In an article entitled Food For Thought, Kristen Olsen Lanier writes: “Good, thoughtful work in schools…work that occurs too infrequently… helps individuals… [look] at real, profound questions of human existence and assumes that children can wrestle with these issues – that their minds will be enlarged and made muscular by such struggles…” These words are commendable if their meaning were invested with biblically informed assumptions including a Christian view of creation and human nature created in God’s image. As it is, they are not and their deficiency comes out all the clearer. The one issue that Lanier builds her commentary on good, thoughtful school work around is “the complex problem of holding two remarkably contradictory ideas in your mind at once, without resolving the dilemma on either side.”2 This, it would seem, is a virtue to Lanier.
She charmingly illustrates the dilemma with an anecdote about having to buy a live mouse to feed it to her son’s new pet snake! What an uncomfortable decision. Parents can especially sympathize with her situation. In considering the issue at the pet store with her children, Lanier mused that while it is “good and important to care about individual mice, to think that the life of a mouse is important” it was also good for them to purchase a live mouse to use as food for their snake. Apparently, one good cancelled out the other good. This contradiction was tolerated because of the “certain knowledge that things must eat each other in order to live…” Little comfort for the mouse!
The real issue is not animal survival, but the value she places on holding to contradictions. She calls holding to two mutually exclusive thoughts “[holding] on to both the snake and the mouse.”
Charming, but wrong.
Her solution to have children’s minds strengthened by profound questions of human existence disappoints. It must because it does not start with God’s Word. Lanier prescribes that children (and by implication all people) resolve life’s profound questions through a process of “holding two contradictory ideas at once.” Instead of enlarging minds, it impoverishes them and makes education the presentation and the propagation of the irrational.
But all this is really illustrative of the intellectual struggle, the educational antithesis, between Christianity and all non-Christian thought. Anything can constitute a valid perspective if revelation from God is not the foundation of knowledge. Since present non-Christian thought leaves little room for absolute truth (except for the truth that there is no absolute truth!), it is perfectly acceptable to hold on to two mutually exclusive positions. One position is as good as the other. From a non-Christian standpoint anything goes intellectually (and for that matter, morally!) – even contradictions.
This is definitely not commendable for Christian educators, but from Lanier’s perspective it is worth lamenting that more schools don’t have “sufficient confidence in children that they will ultimately understand and be enriched by such messiness.” Teachers and children can only be malnourished on such Food For Thought. At best, from a Christian perspective, her view is naïve. It expects rational beings to see the profound issues of life through the lens of the irrational – contradictions – and to live with them.
The irony of it all is that what she advocates is already being practiced pervasively and systematically. What she laments as infrequently taking place happens all too often. That’s part of our society’s problem!
Doesn’t experience show that children have wrestled with profound questions of human existence and have been guided to embrace the lack of objective unity between what has been inculcated into them from K – 12th and what is expected from them? Doesn’t experience show that the best non-Christian instructors can do is offer an education that yields either candy coated despair on the one hand or candy coated delusions on the other hand?
I don’t mean to suggest that only Christian learners develop academic competencies. That would be ridiculous. What I am suggesting is that only through a Christian worldview can teachers and students make sense of it all. That is, only a distinctly Christian education yields a rational foundation for all truth and its unity with their lives.
To be continued in Part 3...
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